Social Education Vol. 77 No. 4

168
Sources and Strategies
Piquing Student Curiosity with Title Pages from Works by Hobbes, Locke, and Rousseau
LEE ANN POTTER
The title pages of three books from the Enlightenment provide excellent points of entry for student research into the origins of ideas in the Declaration of Independence, the Constitution, and the Bill of Rights.

174
Teaching with Documents
A. Philip Randolph’s Attempt at Equal Economic Opportunity: A Case Study
JOEL WALKER
The two featured documents from the 1940s offer insight into the African American struggle for economic opportunity in the South and can help teach about the greater civil rights movement.

180
Looking at the Law
The Rosenberg Trial-Uncovering the Layers of History
BRUCE A. RAGSDALE
Newly available online documents about the trial of Julius and Ethel Rosenberg offer students a unique opportunity to investigate, analyze, and craft their own narratives about this high profile Cold War espionage case.

185
“Under God” and the Pledge of Allegiance: Examining a 1954 Sermon and Its Meaning
ERIC c. GROCE, TINA HEAFNER, AND ELIZABETH BELLOWS
A lesson exploring the Pledge of Allegiance, its history and the addition of the phrase
“under God,” can serve as a jumping off point into major themes of U.S. history and First
Amendment freedoms.

192
Teaching America’s Past to our Newest Americans: Immigrant Students and United States History KERRY A. DUNNE AND CHRISTOPHER C. MARTELL
Studying American history is a struggle for even the most diligent, high-achieving
immigrant student. The strategies outlined here will make U.S. history more accessible for
English language learners.

196
Research and Practice
The Unfortunate Consequences of Bloom’s Taxonomy
ROLAND CASE

201
The Makah Whale Hunt: A Social Studies Symposium in the Classroom
MATTHEW BORNSTEIN-GROVE AND FRED L. HAMEL
The use of mock symposiums in the classroom immerses students in authentic historical thinking.

206
Using Conceptual Tensions and Supreme Court Cases
to Increase Critical Thinking in Government and Civics Classrooms
AYO MAGWOOD AND KRISTA FANTIN FERRARO
Students can investigate public policies in a complex and rigorous manner by examining tensions such as individual rights versus the common good.
211
Surfing the Net
Teaching about Terrorism Using the Internet
c. FREDERICK RISINGER
These websites offer information, strategies, and lessons for teaching about terrorism.

213
Point of View
Thinking Civically
JACK SCHNEIDER AND MICHAEL FUERSTEIN
Civics education must go beyond formal instruction in government, law, and democracy, and engage students in critical thinking and empathy.

215
Teaching Civics in a Time of Partisan Polarization
PETER LEVINE AND KEI KAWASHIMA-GINSBERG
The best long-term solution to gridlock in Washington may be to teach students to talk to people who disagree with them, form reasonable views, and act together constructively.

218
Q and A about the College, Career, and Civic Life (C3) Framework for
Social Studies State Standards
MICHELLE HERCZOG
The C3 Framework enhances the rigor of social studies, builds the necessary skills for students to become engaged citizens, and aligns academic programs to the Common Core.

220
The Development of the C3 Framework
An Interview with Susan Griffin
The C3 Framework can revamp state social studies standards that have been stuck in an outdated model.

222
The Importance of the C3 Framework
An Interview with Kathy Swan
The C3 Framework anchors social studies in the process of inquiry while ensuring that social studies classrooms provide an emphasis on civic action.

Advertisements